Welcome to the Camtree Digital Library
The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.
Camtree supports educators to reflect on their practice and conduct research to improve learning in their own contexts and organisations, through its website at https://www.camtree.org. Camtree is based at Hughes Hall, University of Cambridge.
Recent Submissions
Item Developing students’ argumentative skills in ESL lessons(2024)Background: The rationale of the study is due to the challenge we faced in ESL classes with 8th grade. The problem was that students demonstrated poor-developed skills of reasoning struggling to develop arguments that would prove their viewpoint in speaking and writing. Further, there was little rapport between students as some of them were quite dominant compared to their shyer classmates. Aims: We aimed to investigate how we could improve students’ argumentative skills in speaking and writing activities in the context of ESL lessons. Further, we wanted to encourage more active collaboration among our students. Study design or methodology: The research was conducted among 8th grade students over three consecutive English lessons during the academic year. A focus group, which consisted of a group of language teachers, observed these research lessons. We used observation, interview, and survey to collect the data. As research instruments we used questionnaires, scales, check lists, and observation forms. Findings: The results show that encouraging collaboration and active discussion among students improved their reasoning skills. Further, the class rapport became more friendly and helpful. The teachers’ observation revealed that students’ justification of their opinions became more confident and fluent, currently they analyse information faster and use stronger arguments in speaking and writing. Conclusions and implications: Collaborative activities proved to be effective methods to improve students’ argumentative skills. Putting students with similar English levels in groups had a positive impact on their learning gains. This lesson study project helped teachers to reconsider how they work on students’ skills development and provided some useful insights on how to organise their collaboration effectively. Further study will focus on the teacher's role in promoting an active collaboration among students in the ESL context.Item Developing students’ communication in the context of online ESL lessons(2024)Background: The global pandemic introduced considerable challenges to both teachers and students. In the context of online learning students tend to be less enthusiastic and communicate mostly with a teacher only compared to a traditional classroom. Trying to support students’ communication, we decided to organise a lesson study project which would shed light on how teachers can encourage students’ communication and interaction during online ESL lessons. Aims: We aimed to improve students’ communication in online ESL lessons and explore what approaches can support students’ communication in their in-class and out-of-class learning. Study design or methodology: We developed a sequence of three research lessons aimed to develop students’ communication. A lesson study group planned, observed, and analysed these lessons. The research participants were 9th grade students who learned ESL online. The data were collected through observation, interview, and survey. Findings: The use of group chats, role plays, and project work helped boost students’ confidence to communicate more with each other in their in-class and out-of-class learning. Group chats and role plays provided students with the opportunity to practise the target language authentically. Project work sparked students’ motivation and promoted active discussions. Conclusions and implications: The current lesson study project made our online ESL lessons more engaging and enjoyable for students, supporting them in overcoming barriers in communicating online. Shy and quiet students claimed that the activities introduced in the lessons helped them to become more confident in their language abilities. Lesson study approach gave us useful insights into the ways we can analyse the effectiveness of our approaches to planning and teaching.Item Benefits of Differentiation in a Science Lesson for Young Learners in Primary School(2024)Background and Purpose: This study addresses the challenge of engaging diverse learners in primary education settings, focusing on a class of 20 learners aged 8-10 at an international school in Malaysia. These learners came from varied backgrounds, including those with learning disabilities, different levels of English proficiency, and varying prior knowledge in science. Aims: The aim was to explore the impact of a range of differentiation strategies on student engagement in a science lesson about gravity, considering the diverse needs of the learners. Design and Methods: The research utilized the Tomlinson model for differentiation, covering content, product, process, and environment. Techniques included differentiated instruction, mixed-ability grouping, and tailored activities. Data collected included lesson observations, a reflective journal, and feedback from a mentor and the learners themselves. Findings: Differentiation significantly enhanced engagement and inclusivity, allowing learners of all abilities to achieve the lesson's objectives. Feedback indicated that establishing pre-defined roles in group activities, and providing differentiated tasks and instructions contribute to improved learners' understanding and participation. Implications for Practice: The study suggests that differentiation, when effectively implemented, can cater to the diverse needs of learners, fostering an inclusive and engaging learning environment. This approach could be extended across various subjects and educational contexts to enhance learner engagement and achievement, and could be extended through the use of learning technologies. Peer observation also has the potential to support continuing reflection on practice.Item Creating security and encouraging oracy in language learning(Camtree: the Cambridge Teacher Research Exchange, 2022)Background: This study, conducted in a Norwegian secondary school, aimed to enhance oracy in English and Spanish language learning amongst 15-16 year olds. Recognizing the varied linguistic backgrounds of students and the challenges in fostering oral skills, the research focused on creating a secure environment for oracy development and language practice. Aims: The primary goal was to investigate methods to increase students' oral participation in group and whole-class activities, while considering their diverse learning needs and backgrounds. Methods: A research lesson study approach was employed, focussing on game-based learning, multimedia resources, and group work. The interventions aimed to engage students in oracy through interactive and participatory methods, with a focus on English and Spanish language classes. Findings: The study found that game-based learning significantly enhanced students' willingness to engage in oracy. However, other methods like film analysis and multimedia tools had more limited success in promoting oral language skills. Students reported feeling more confident and engaged in sessions that utilized gaming as a learning tool. Implications for Practice: The research suggests that incorporating interactive and engaging methods like gaming can significantly improve oral participation in language learning. It highlights the need for teachers to adapt instructional strategies to meet the diverse needs of learners and to create a supportive environment that encourages active participation and language use.Item "I have no clue how to pronounce that": The impact of introducing a systematic phonics teaching initiative on Year 8 Italian students’ reading aloud skills and attitudes(Faculty of Education, University of Cambridge, 2023-07-24)The aim of this study was to analyse the impact of an explicit, systematic phonics teaching intervention on a KS3 Italian class’s reading aloud ability and attitudes. The findings suggest that systematic, explicit phonics teaching may have a positive impact on student decoding ability, perception of that ability, and confidence.
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